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6. Some photos so far...



Freeze Frames: 'How the adze was lost...'
Freeze Frames: 'How the adze was lost...'

Freeze Frames: 'How the adze was lost...'

Freeze Frames: 'How the adze was lost...'



Freeze Frames: 'How the adze was lost...
















'Freeze Frames: 'How the adze was lost...'






       Research and Logo Design



Research

Comic book script: 'How the adze was lost...'





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5. Writing and researching

It's now week five and the formal commission is underway... Miguel, can you describe how the class responded to the VOKI presentation? From what you told me, it sounds like it was a rich opportunity for aural language as they listened, inferred and questioned. I also liked what you said about holding back from directing the children and instead asking "how do you think the information should be presented to the client?" I think you found the children came up with ideas similar to what you would have planned - plus some other 'angles' you hadn't thought of...? I'd love you to share some more on the temptations to lead and the benefits of walking alongside the learners - this sounds like a really important part of your experience... Yes! After watching the video (I spoke about 'Voki' on the last blog, see images) I asked: "so...how are we going to do this?". And then I went quiet, resisting the temptation to lead. We have time restra

9. The presentation to Mr Jacob Mana and the Local Iwi.

On the day, we had the presentation at 2.30pm. The principal, my teaching assistant and my tutor teacher were attending as the company owner and representatives of the local Iwi respectively. I booked the hall so that we could have the morning and afternoon to rehearse. At 11am, they practised in their teams whilst I put some of their work up on the wall. There were a lot of unfinished works but I was not phased by this, we did what we could and concentrated on the hands-on stuff.  Next time I will use what I have learnt to improve the transmission of the learning into other curricular areas. (More detailed photos of their work will appear in the last blog of ONLY photos.) Then we set about the final rehearsing. Three girls from the same freeze frame were absent so we had to re-jig and get rid of one of them (5 instead of 6). Instead of me calling out the six-word poem at the beginning of each freeze frame, I split this in between the two girls with nothing to do. One of th

3. The opening sequence

Viv says: Last time we talked, we looked at a possible sequence for the opening few sessions. I'll share this outline here but I bet things changed in practice, right Miguel? Yes they did :) We also had much shorter lessons than anticipated and fewer lessons due to school closures and meetings. That's ok though as I am enjoying the challenge of fitting in the MOTE whenever we can, and I have been excitedly saying things like "hopefully we will have time to do some drama later?" Yay! Suggested sequence was: 1. A warm up on preparing to play / imagine through the "Scarf game" (kind of like the object transformation in this link ) This went swimmingly. The kids first co-constructed the  requirements for a safe drama environment  and then agreed to honour them for their classmates. They enjoyed the scarf game and they were pumped to get started. 2. A trading game activity on the question "what is identity?" (Trading game described here by